Philosophy 314 Asian Philosophy Fall 2015

TR 9:35 – 10:55am MOR 337

Professor: Office: Office Phone: Office Hours: Email: Web: Canvas: Call#:

Nicholaos Jones Morton Hall (MOR) 332C 256.824.2338 MTW 12:30-1:30, and by appointment nick[dot]jones[at]uah[dot]edu www.uah.edu/njones/ canvas.uah.edu (complete syllabus and reading material only – no email) 90677

Course Description This course surveys three major ancient philosophies from Asia: Buddhist from India, Confucianism and Daoism from China. The focus throughout is examining each philosophy on its own terms, as a whole, while avoiding simplistic explanations or translations into more familiar (European) ways of understanding. Because this is an upper-level course, specific content is largely a function of class interest.

Course Style While the course is involves some lecturing, reading the texts remains important – just as we learn to read by having someone else tell us what the words mean as we read the words for ourselves, we learn how to philosophize by having someone tell us what various philosophies say as we read for ourselves. There will be plenty of opportunity for discussion, too. Come prepared with questions about passages that seem opaque or obviously false, with requests for background information and historical context, and with your own attempts to identify central claims, illustrative examples, and supporting reasons.

Course Materials – Required Books (available for purchase through UAH Bookstore) Amber Carpenter, Indian Buddhist Philosophy (Routledge 2014) P.J. Ivanhoe and B.W. Van Norden, Readings in Classical Chinese Philosophy, 2nd ed. (Hackett 2001) Bryan Van Norden, Introduction to Classical Chinese Philosophy (2011)

Course Learning Outcomes - Describe and compare distinctive styles, concerns, and presuppositions of major Asian philosophies - Identify major figures and ideas associated with several major Asian philosophies, and in particular each philosophy's distinctive theory of human nature and prescription for meaningful life - Acquire background knowledge for understanding texts and terminology from Asian philosophy - Interpret and summarize textual writings from several major Asian philosophers - Articulate and evaluate central arguments and ideas from several major Asian philosophers. - Improve writing style.

Course Assignments There are special sections in this syllabus that explain each assignment in more detail. Some assignments are scheduled for specific dates: - 2 Glossaries. 9 points each. 18 points total. - 2 Examinations. 9 points each. 18 points total. - 2 Scholarly Essays. 6 points each. 12 points total. - 4 Plunder Journals. 3 points each. 12 points total. Some assignments are unscheduled and therefore your responsibility to complete - 4 Culture Connections. 3 points each. 12 points total. - 9 Hermeneutic Efforts. 1 point each. 9 points total.

Course Grading A special section of this syllabus explains how grading works for this course.

Course Final Grade 18 + 12 + 18 + 12 + 12 + 9 = 81 total possible points A = 75-81; B = 61-74; C = 41-60; D = 14-40; F = 0-13

Course Reading and Assignment Schedule -------------------------------------------------------------------\ -------------------------------------------------------------------/

How to Read the Schedule Week # Topic for the Week Reading assignment for the week Date Topic for the Class Meeting on Date Assignment Due/Scheduled for Date

Week 1 Introductory Remarks Read Van Norden Appendix A; "Lecture 1: Hermeneutics for Cross-Cultural Philosophizing" 08.20 Doing Analytic History of Asian Philosophy Week 2 Interpreting Duhkha Read Carpenter Chapter 1; "Lecture 2: Interpreting Duhkha" Handout: Selection from The Setting in Motion of the Wheel of the Dharma 08.25 Duhkha as Emptiness 08.27 Duhkha as Contemptible Week 3 Abhidharma Read Carpenter Chapter 2 (esp. 35-47) ; "Lecture 3: Dependent Origination" Handout: Selection from Questions of King Milinda 09.01 Self (20-34) 09.03 No-Self (35-42) Week 4 Interpreting Abhidharma Read Carpenter Chapters 2 and 3; "Lecture 4: Principles for Abhidharma Metaphysics" 09.08 Plunder Journal 1 Due. The Chariot Principle (43-47) 09.10 The Nietzschean Objection (48-57) Week 5 Compassion Read Carpenter, Chapter 3; "Lecture 5: __________" 09.15 Measuring Values (57-65) 09.17 Revisiting the Nietzschean Objection (65-71)

Remember to be doing the unscheduled assignments!

Week 6 Nagarjuna Read Carpenter, Chapter 4; "Lecture 6: __________" 09.22 Catuskoti (72-81) 09.24 Sunyata (81-89) Week 7 Interpreting Madhyamaka Read Carpenter 6 09.29 Plunder Journal 2 Due. Nagarjuna vs. Abhidharma (89-92) 10.01 Vaisesika Metaphysics (117-122) 10.02 Glossary #1 Due. Alabama Philosophical Society Annual Conference @ Pensacola Week 8 Lingering Objections Read Carpenter Chapter 6 10.06 Receive Scholarly Essay 1 Prompts. Vaiseskia vs. Buddhism (123-136) 10.08 No Class – Fall Break

-

Week 9 Ancient China in Context Read Van Norden, Chapter 1 plus Appendix B 10.13 Examination 1 (in class). Scholarly Essay 1 Due. 10.15 Chinese History Week 10 Confucius Read Van Norden, Chapter 2; Ivanhoe & Van Norden, Chapter 1 10.20 Major Concepts 10.22 Ritual, Learning, and Moral Skill

Remember to be doing the unscheduled assignments!

Week 11 Interpreting Confucius Read Van Norden, Chapter 3 plus Appendix C; Ivanhoe & Van Norden, Chapter 1 10.27 Confucianism and the Modern Family 10.29 Plunder Journal 3 Due. Is Confucianism a Virtue Ethics? Week 12 Laozi Read Van Norden, Chapter 8; Ivanhoe & Van Norden, Chapter 4 11.03 Major Concepts. https://www.youtube.com/watch?v=29SzLjKWfF0 11.05 Desires of Belly and Eye Week 13 Zhuangzi Read Van Norden, Chapter 9; Ivanhoe & Van Norden, Chapter 5 11.10 Fixity and Fallenness. https://www.youtube.com/watch?v=M5Lfy8LPsVM 11.12 Qi and Skill Week 14 Interpreting Daoism No Reading 11.17 Mind,Void, Tao 11.19 Plunder Journal 4 Due. Confucianism, Daoism, and Beyond… Week 15 Philosophy in Practice No Reading 11.24 Glossary #2 Due. Daoism, Confucianism, and Yoga with Huston Smith 11.26 No Class – Thanksgiving Week 16 The Scope of Philosophy Read excerpts from Garfield's Engaging Buddhism and the interview "Foucault and Zen" 12.01 Receive Scholarly Essay 2 Prompts. Can/should philosophers ignore Asia? 12.08 Examination 2 in MOR337 from 08:00 until 10:30. Scholarly Essay 2 Due. How to Read the Schedule Week # Topic for the Week Reading assignment for the week Date Topic for the Class Meeting on Date Assignment Due/Scheduled for Date

Course Grading I now grade all work on a triage system. (I have done so for the past two years.) 0 1 2 3

= = = =

element not done element done, clearly substandard (as in "D" quality) element done, neither clearly substandard nor clearly outstanding element done, clearly outstanding (as in "A" quality)

These grades are quantum: nothing is possible in between. But you always get credit for timely effort. Assignments of grades, while subjective, are based upon my teaching experience and expertise. The grade scale is coarse enough to prevent any significant judgment error. But you are welcome to discuss judgments of your work with me and to appeal the judgments I make. Students who desire more extensive or finer-grained feedback should arrange to meet with me in person. Students should bring their graded assignment for discussion.

Each assignment is divided into elements, and each element receives a grade between 0 and 3.* *for this course, the Glossary Entries and Hermeneutic Efforts are exceptions – they combine 0&1 into 0, 2&3 into 1

The total number of points possible for the course is 81. This defines a grading scale that maps onto the more traditional A-B-C-D-F grades as follows: For n graded elements, each worth 3 points, map 3n to A, 2n to C, n to D, and 0 to F. Interpolate B midway between A and C, so that B = (3n + 2n)/2. Interpolate grade boundaries in the same fashion. (For example, insert the boundary between A and B midway between 3n and (3n + 2n)/2; insert the boundary between D and F midway between n and 0.) The traditional letter grade you earn for the course is determined by adding up the total points you earn on graded elements and then locating that number in the grading scale as defined by the total number of points possible for the course.

Find more information about an ancestor for this grading system in W.J. Rapaport, "A Triage Theory of Grading: The Good, the Bad, and the Middling," Teaching Philosophy 34.4 (2011): 347-372, and online at .

There is one major con to this grading system: you are likely unfamiliar with it. There are two major pros for the grading system: because there are no "correct" answers in philosophy, it minimizes the impact of any subjectivity in assigning grades, and it makes your standing in the course absolutely transparent at every moment (provided you can do arithmetic and read a scale). I am confident that, by the end of the semester, you will find the grading system fair and understandable. If, at any point in the semester, you'd like more clarification or explanation about how the grading system itself works, please ask me immediately.

Course Assignment Details: Glossaries (Scheduled) You must complete two of these assignments. Each is due at the end of the class for which it is assigned. Each glossary is worth up to 9 points, with each glossary entry receiving either 1 point or no points at all. This means that if you submit a glossary with 10 entries, each of which receives 1 point, you receive the full 9 points for the assignment and no more; if you submit 20 entries and only 8 receive 1 point, you receive 8 points for the assignment; and so on. Each glossary should begin with a title (e.g., Glossary for Buddhist Philosophy) and your name. Do not make a separate title page – begin your first entry on the same page as your name and title. Each glossary entry should follow standard conventions for college-level writing, and it should include: -

a technical term that appears in one of the assigned readings *technical term = a word that carries philosophical significance an explanation, in your own words, of what the term means an example designed to illustrate what the term means complete citation(s) for where the term appears in our assigned readings

The first glossary should contain terms only from Abhidharma or Madhyamaka Buddhism from India. The second glossary should contain terms only from Confucianism or Daoism from China. The grade for each glossary entry is assigned as follows: -

0: not done, or clearly inadequate for at least one requirement 1: clearly adequate for each requirement

Do-Over Options: You may resubmit entries that receive 0 points for a chance to receive half-credit (0.5 points). Any resubmissions are due on or before the day of the first examination following the original due date for the glossary.

Glossary Entry Format TERM. Explanation of Meaning Illustrative Example Occurs at Author, Title (Publisher and Year), Page Number. meaning Sample Glossary Entry atman. illustration

An eternal and unchanging self. Often conceived as transcending the world of ordinary experience. Sometimes held to be identical to Brahman (the Ultimate Reality). The concept of atman explains why I am the same person as the person to whom my mother gave birth: we have the same atman despite having different bodies and minds. This concept occurs at Rig Veda X.97.11 and Katha Upanishad 2.2.9.

Course Assignment Details: Examinations (Scheduled) There are two in-class examinations. Both are open note and open book. The examinations are Cambridge-style. Each contains three sections. Exam 1: General Buddhism; Abhidharma; Madhyamaka Exam 2: Confucius; Laozi; Zhuangzi Each section contains several questions. You must answer three questions, chosen from at least two sections, for each examination. -

example: answer 2 questions in Section A and 1 question in Section C example: answer 1 question in Section A, 1 in section B, 1 in Section C

Grading for each answer is a function of three elements, each worth 1 point.

1- Completeness Do you answer the question and provide an argument to support your answer?

2- Clarity Is your answer easy to understand (definite thesis, clear writing, good organization)? Do you illustrate important concepts and claims? Is your argument well-structured and easily discernible (clear premises that hang together and have examples for support)?

3- Competence Are your interpretations charitable and plausible? How well do you summarize other people's ideas in your own words?

Consult the Review Questions at the end of each chapter in Van Norden's Introduction to Classical Chinese Philosophy for a better idea about the level of the examination questions.

Sample Examination Section with Questions Section A: Plato's Meno 1. Does Plato's Meno answer the first question it poses? 2. Does the dialogue form of Meno contribute in any significant way to its philosophical content? 3. Explain and assess Socrates' distinction between knowledge and true belief. 4. Is Socrates justified in rejecting Meno's final definition of justice? 5. How reasonable are Socrates' ideas about definition?

Course Assignment Details: Scholarly Essays (Scheduled) You must complete two of these assignments. Each is due at the end of the class for which it is assigned. Each assignment gives a choice of prompts. You must respond to exactly one of the prompts. Use Times New Roman 12 point or a similar font. Use 1.25 inch margins all around and double-space throughout. The typical length should be around 2-3 pages. Be sure to follow standard conventions for college-level essays, and to provide evidence – from our course texts or from primary sources – for any claims you make. Cite sources for quotations and paraphrases within the body of your text. Provide standard reference information in a "References" section. (Pick your favorite from MLA, APA, CMS, or slight variants thereof; just be consistent.) Write as much as necessary for answering the prompt questions to the best of your ability. Write only what needs to be written to answer the prompt questions directly. Make it clear that you've read the assigned material. Demonstrate your comprehension of the reading material. One paragraph is likely too little; seven pages is likely too much. You may use material not assigned for the course, but you are not required to do so. If you use Times New Roman 12 point or a similar font, 1.25 inch margins all around, and double-space throughout, your essay likely will be between 3-5 pages. Grading is a function of two elements, and each element is worth 0-3 points.

1- Completeness and Clarity Do you respond to the entire prompt? Are your central ideas easy to understand (definite thesis, clear writing, good organization)? Do you illustrate important concepts and claims? Are your arguments well-structured and easily discernible (clear premises that hang together and have examples for support)?

2- Depth and Originality How well do you engage with the reading material (mention relevant passages, cite to support attributions, use proper citation methods)l? How well do you summarize other people's ideas in your own words (plausible and charitable interpretations)? How far beyond lecture and reading material do you develop your ideas (in your own words, with an appropriate organization)?

If ever you would prefer more personalized guidance, please make an appointment or see me during office hours. Even if you don’t enter the course with an ability to write philosophically, my hope is that you’ll leave the course with at least a solid footing for doing so. This is possible if we work together. Note: You can find the prompts for each essay at the very end of this syllabus.

Course Assignment Details: Plunder Journals (Scheduled) You must complete four of these assignments. Each is due at the end of the class for which it is assigned. Each journal should be a 2-3 page reflection on some idea from Asian philosophy we discuss in the course, or on a practice or tradition associated with some such idea. The idea/practice/tradition (henceforth: "topic") might originate in one of the philosophers we read; but it might also enter discussion as a point of contrast. If you are in doubt about acceptable journal topics, please consult the instructor for feedback prior to the journal deadline. Most anything is fair game, provided it is part of an Asian philosophical tradition. There is a time-based constraint on acceptable journal topics, namely: -

Journal 1's topic should arise in class discussion between Week 1 and the end of Week 3 Journal 1's topic should arise in class discussion between Week 4 and the end of Week 6 Journal 3's topic should arise in class discussion between Week 9 and the end of Week 11 Journal 4's topic should arise in class discussion between Week 12 and the end of Week 14

No two Journals that you submit may reflect upon the same specific idea/practice/tradition. Each journal should follow standard conventions for college-level writing, and it should:

-

explain the topic, and illustrate with examples

-

situate the topic in its philosophical context

-

contrast the topic with a similar topic from your own background: how it does/does not offer helpful alternative or supplement to the more familiar topic

The grade for each Journal is assigned as follows: -

0: 1: 2: 3:

not done clearly substandard (e.g., missing an element or violating a constraint) decent (satisfies all elements and constraints, but not clearly outstanding) clearly outstanding

There is no offer for re-doing journal submissions. But you are welcome and encouraged to receive feedback on drafts, provided that you submit a draft at least three business days prior to the due date. If ever you would prefer more personalized guidance, please make an appointment or see me during office hours. Even if you don’t enter the course with an ability to reflect upon philosophical ideas and relate them to your own background, my hope is that you’ll leave the course with at least a solid footing for doing so. This is possible if we work together.

Course Assignment Details: Culture Connections (Not Scheduled) You must complete four of these assignments, on days of your choosing. (But see Restriction below.) The first part of this assignment is to find an advertisement, TV or movie scene, song lyric, or some other media element from contemporary popular culture that illustrates or contrasts with an idea from our immediately prior class meeting. The second part of this assignment is to write up the connection. Your write-up should follow standard conventions for college-level writing, and it should include: -

your name the content of the media element (photocopy, transcript, etc) the source of the media element (a citation or something similar) your summary of the idea with which you're making the connection your explanation of the connection you see between idea and media element

The third part of this assignment is to present your connection to the class. -

take no more than 5 minutes only present the central or most important part of your connection make your presentation at the beginning of class.

I will begin each class with the question, "Are there any Culture Connections from our last meeting?" If I forget, and you have one, you should interrupt me! How do you interrupt this professor? You raise your hand, and if your hand goes unnoticed you say, "I'm sorry to interrupt, but …." After you make your presentation, be sure to submit your write-up to me. Hand-written is okay. The grade for each Culture Connection is assigned as follows: -

0: 1: 2: 3:

not done late beginning/ending for presentation or missing element in write-up on-time beginning/ending for presentation and decent connection in write-up on-time beginning/ending for presentation and clearly outstanding connection in write-up

Do-Over Options: Talking about philosophy takes practice. You may repeat this assignment as many times as you desire in order to achieve a grade you desire. Restrictions: You cannot complete a Culture Connection on the same day as an examination or a Hermeneutic Effort. And you cannot complete two Connections in the same week. Time Management Tip: You have to schedule this assignment on your own (four times!).

Course Assignment Details: Hermeneutic Efforts (Not Scheduled) You must complete nine of these assignments, on days of your choosing. (But see Restriction below.) The first part of this assignment is to formulate a question about an assigned reading for the week. The question should refer to a specific passage from the assigned reading, and it should concern either what the passage means or how the passage relates to other ideas. The second part of this assignment is to write up the question. Your write-up should follow standard conventions for college-level writing, and it should include: -

your name your question the passage on which your question is based: quotation is not necessary; full citation is what led you to the question what you hope to learn from an answer to the question (beyond just the answer)

The third part of this assignment is to present your question to the class. -

take no more than 5 minutes only present the central or most important part of your question make your presentation at the beginning of class

My second task in each class will be to ask the question, "Are there any Hermeneutic Efforts for today?" If I forget, and you have one, you should interrupt me! How do you interrupt this professor? You raise your hand, and if your hand goes unnoticed you say, "I'm sorry to interrupt, but …." After you make your presentation, be sure to submit your write-up to me. Hand-written is okay. The grade for each Hermeneutic Effort is assigned as follows: -

0: not done, or late beginning/ending for presentation, or missing element in write-up 1: on-time beginning/ending for presentation and decent or outstanding write-up

Do-Over Options: Asking questions about texts takes practice. You may repeat this assignment as many times as you desire in order to achieve a grade you desire. Restrictions: You cannot complete a Hermeneutic Effort on the same day as an examination or a Culture Connection. And you cannot complete two Efforts in the same week. Time Management Tip: You have to schedule this assignment on your own (nine times!).

Student Expectations Abide by the UAH Code of Student Conduct. In Class Attend class regularly. Without doing this, success in the course is unlikely. Arrive at class in a timely fashion: lateness is disruptive. Ask questions and share thoughts, especially if something is not understood. Participate courteously in class discussions. Treat other people's questions as opportunities for learning rather than distractions from lecture. Outside of Class Keep up with the material. Carefully read the selections assigned for each class, and formulate questions to ask in lecture. Seek help from the instructor or tutor (or other students) as often as needed. Devote, on average, about nine hours of work per week to this class. Academic Honesty Your assignments and examinations must be your own work. At the instructor’s discretion, plagiarism and other academic misconduct will be reported promptly to the Vice President for Student Affairs as being in violation of the UAH Code of Student Conduct, Chapter 7, Article III, Part C, Section 1. - Refer to page 93 of the Student Handbook for definitions and examples of academic misconduct. - Do not cheat. Cheating is bad. Cheating is dishonest. You ought not cheat. Do not cheat. Contact the instructor without delay to discuss questions about misconduct. Copyright: I reserve all federal and state copyrights over my lectures and course materials. You are authorized to take notes only for your personal use or the use of others currently enrolled in this course. You are not authorized to record or make commercial use of lectures without prior permission. Miscellany Philosophy is not easy. If at any time you would like to discuss the issues covered in this course or philosophy in general, please visit during office hours or to arrange a meeting. I welcome visits to my office. I am here to help you learn. I encourage a free and tolerant atmosphere in class. I encourage and expect questions and challenges during class. If at any time you are having problems with the subject matter or the manner of its presentation, do not hesitate to bring this to my attention (in person, via email or anonymous note, etc). I am also here to help you succeed. Any student who feels that accommodations based on the impact of a disability are required should contact me privately to discuss specific needs. Please also contact the Disability Support Services at 317 Wilson Hall (256.824.1997); they coordinate reasonable accommodations for students with documented disabilities. Any student who feels that their life is overwhelming or unmanageable is encouraged to contact the Counseling Center at 329 Wilson Hall (256.824.6203) for free and confidential appointments. It is normal to use counseling services: no problems are too big or too small. I reserve the right to alter any or all portions of this syllabus, at my sole discretion, at any time. I will provide notice of such alterations in class. It is your responsibility to know current syllabus details.

Scholarly Essay 1 Prompts Respond to exactly one of the following prompts. Be sure to follow standard conventions for collegelevel papers, and to provide evidence – from our course texts or from primary sources – for any claims you make about Buddhism or Buddhist philosophy. 1. G.W.F. Hegel, in Lectures on the Philosophy of Religion, provides the following summary of Buddhism: [Buddhists] say that everything emerges from nothing, everything returns to nothing. That is the absolute foundation, the indeterminate, the negated being of everything particular, so that all particular existences or actualities are only forms, and only the nothing has genuine independence, while in contrast all other actuality has none; it1 counts only as something accidental, an indifferent form. For a human being, this state of negation is the highest state: one must immerse oneself in this nothing, in the eternal tranquility of the nothing generally, in the substantial in which all determinations cease, where there is no virtue or intelligence, where all movement annuls itself. All characteristics of both natural and spiritual life have vanished. To be blissful, human beings themselves must strive, through ceaseless internal mindfulness, to will nothing, to want [nothing], and to do nothing. (Hegel likely has in mind Mahayana Buddhism.) Enumerate some central claims that Hegel makes about Buddhism. Then evaluate the merits of those claims. What aspects of Buddhism does Hegel understand well? What does he misunderstand – and what would a better understanding be?

2. Robin Collins, in "Eastern Religions" (pp.182-216 in Reason for the Hope Within, ed. M.J.Murray (1999)), presents a "major problem" for Theravada Buddhism: The first major problem that these doctrines present for Therevada Buddhists is that they seem to generate a tension, if not contradiction, at the core of the Buddha's teaching. On the one hand, to eliminate attachment to our own ego concerns, the Buddha denied the reality of an enduring self. On the other hand, in order to affirm justice in the world, he had to affirm the doctrines of rebirth and karma, according to which we reap the consequences of our present thoughts and deeds in a future life. Rebirth and karma, however, seem to require the existence of an enduring self: how, for instance, could we reap the fruits of our past deeds unless our self continued to exist in the future? Moreover, the doctrine of nirvana also seems to require the existence of an enduring self: if your self does not continue to exist from moment to moment, why bother trying to obtain nirvana? Thus, on the one hand, Therevada Buddhists deny the existence of an enduring self, but on the other hand their doctrines of rebirth, karma, and nirvana seem to require that the self continues to exist through time. In effect, Collins is accusing Theravada Buddhist philosophy of an internal inconsistency (both asserting and denying the existence of an enduring self). Enumerate the central claims that Collins makes in his argument about Theravada Buddhism. Then evaluate the merits of those claims. What aspects of Buddhism does Collins understand well? What does he misunderstand – and what would a better understanding be?

1

"it" means all actuality other than the nothing.

Scholarly Essay 2 Prompts Respond to exactly one of the following prompts. Be sure to follow standard conventions for collegelevel papers, and to provide evidence – from our course texts or from primary sources – for any claims you make about Confucianism or Daoism.

1. Immanuel Kant, in commenting upon the teachings of Confucius, remarks, Philosophy is not to be found in the whole Orient. … Their teacher Confucius teaches in his writings nothing outside a moral doctrine designed for the princes … and offers examples of former Chinese princes…. But a concept of virtue and morality never entered the heads of the Chinese. In order to arrive at an idea … of the good [certain] studies would be required, of which [the Chinese] know nothing. (Quoted by H.von Glasenapp, Kant und die Religionen des Osten (1954), pp.105-106, trans. Julia Ching.) Identify some of the evidence Kant might have had in mind when making this assessment of Confucius' teaching. Then evaluate the merits of his claims. What aspects of Confucian teaching does Kant understand well? What does he misunderstand – and what would a better understanding be?

2. The first line of the Daodejing, when transcribed into Pinyin from the Chinese characters, reads: dao ke dao, fei chang dao.

道可道, 非常道. Find five different translations of the Daodejing, write down how each of them translates this line, and make a translation key underneath each translation in which you make explicit how the translation interprets "dao" [道] and "chang" [常]. (Our textbook's translation is "A Way that can be followed is not a constant Way;" this interprets "dao" as either "a Way" or "something followed," and it interprets chang as "constant." In all translations, ke means "can be" and fei means "not.") Then identify which translation best captures the central teachings of Daoism, and which worst captures those teachings. Give reasons for both of your judgments. Do not use the book's translation for this assignment. Tip: Check out the translations at

Asian 314Syllabus.pdf

Office: Morton Hall (MOR) 332C. Office Phone: 256.824.2338. Office Hours: MTW 12:30-1:30, and by appointment. Email: nick[dot]jones[at]uah[dot]edu.

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Nov 6, 2015 - Net debt(cash)/equity (%). 508.6. 149.9. 119.9. 119.4. 168.7. Note 1: ORD/ADR=10.00. Note 2: StarHub Ltd (StarHub) is a Singapore-based company. The. Company is engaged in the operation and provision of telecommunications services and o

Asian Daily
Aug 18, 2014 - ... with a customer when setting up an account or at any time after that. .... to CS's own website material) is provided solely for your convenience ...

Asian Daily
PT Telkom (Telekomunikasi Indo.) (TLKM.JK, Rp2,715). QBE Insurance Group (QBE.AX, A$13.75, NEUTRAL, TP A$13.9). Ramayana Lestari Sentosa (RALS.JK, Rp705, NEUTRAL, TP Rp650). Samsung Electronics (005930.KS, W1,317,000). Samsung Heavy Industries (01014